King, Deborah Janet

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The caring childminder and her assistants warmly welcome children into their homely setting. Children are happy and safe and show that they enjoy spending time with their friends. They are excited to greet each other on arrival, giving their friends a hug. Babies show that they feel emotionally secure as they go to the childminder for cuddles and settle down for their sleep quickly.

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The provision is good

Children are supported well by the childminder to develop new skills and reach the next steps in their learning. For example, the childminder and her assistants encourage babies to pull themselves up and take steps between them, giving lots of praise. Older children develop their fine motor skills and practise their threading skills with string and threading boards. Children's independence is also successfully promoted. The childminder and her assistants encourage children to try and do things for themselves, such as putting on their own shoes to go outside.

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The provision is good

Children have good opportunities to play outside and benefit from the fresh air. They have a safe, dedicated play space in the childminder's garden where they can run around, slide down the slide and learn how to use a swing. Children also benefit from a range of outings planned by the childminder and her assistants. For example, they go to toddler groups, woodland areas, parks and farms.

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need to do better?

n The childminder attends various courses and webinars to support her professional development, and she shares her knowledge with her assistants in order to improve their practice. Recent training on child absences has boosted the childminder's safeguarding awareness, which in turn, helps to keep children safe. n The childminder knows each child in her care well and ensures every child's progress is monitored. She uses opportunities as they arise to support children to build on their prior knowledge and skills. For example, the childminder challenges young children to identify different coloured objects during their self- chosen play. However, there is not always a clear structure to the day, and planned experiences are not regular enough to focus older children's attention and extend their concentration skills. Although children enjoy playing and interacting with their peers, the childminder and her assistants, they sometimes

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need to do better?

move quickly from one play experience to another. n The childminder supports and manages children's behaviour well. She recognises when children need to let off steam and exert some energy by running and climbing. The childminder helps young children learn to take turns and share resources with their friends, and children learn how to care for their environment as they help to tidy up.

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need to do better?

13 March 2025 n Overall, the childminder and her assistants support children's communication and language development well. They talk clearly and encourage younger children to repeat words they are learning. The childminder challenges older children by asking appropriate questions to extend conversations. However, while the childminder recognises that dummies can hinder children's speech development, she lets some young children spend extended periods with their dummies in. This does not fully support the development of early communication skills. n The childminder promotes healthy lifestyles. Children have daily opportunities to be physically active and enjoy the fresh air. Children follow good hygiene practices and become independent in their self-care, such as handwashing and using the toilet. The childminder's assistants encourage children to eat their savoury food in their packed lunches before their sweet choices.

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need to do better?

n Parents speak positively about the childminder. They comment on the amount of time children spend outside and like how the childminder and her assistants encourage the children to take responsibility around the home, such as being tidy. Parents are pleased with the progress their children are making and are kept well informed about their children's learning. n Children show they are confident and settled in the childminder's care. They happily explore the playroom and know where to find the toys they like. Older children approach visitors to the setting to share books and stories. They recall favourite nursery rhymes when looking at books and confidently sing songs such as 'Twinkle, Twinkle, Little Star' without any support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n increase the range of planned, structured play opportunities as children get older to further support their focus and concentration skills n consider how to reduce young children's use of dummies, when they are not needed, to better support children's early communication and language skills.

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Setting details

Unique reference number EY336813 Local authority Hampshire Inspection number 10393583 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection 10 December 2019

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Information about this early years setting

The childminder registered in 2006. She lives in Yateley, Hampshire and operates her provision Monday to Thursday from 7.15am to 6pm, and Friday from 7.15am to 4pm. The childminder employs two assistants. She provides government funded early education places for children aged from nine months to four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector spoke to the childminder's assistants during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

13 March 2025 We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

13 March 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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